Teacher Educator Pedagogies in Assistive Technology for Inclusive Education: Lessons from Kenya School of TVET

Inclusive education requires the effective integration of assistive technologies (ATs) to remove learning barriers for trainees with disabilities. This study examined teacher educators' competencies, institutional support mechanisms, and implementation challenges in integrating ATs at the Kenya School of Technical and Vocational Education and Training (KSTVET). Adopting a mixed-methods design, data were collected from 100 participants (80 teacher educators and 20 institutional administrators) using structured questionnaires, semi-structured interviews, observation schedules, and document analysis. Quantitative data were analyzed descriptively using SPSS, while qualitative data underwent thematic analysis. Findings revealed significant competency gaps: only 20% of teacher educators demonstrated high technical proficiency in AT usage, 45% exhibited moderate competence, and 35% reported low competence. Similarly, pedagogical integration was low, with only 15% effectively embedding ATs into instructional delivery, despite 60% maintaining positive attitudes toward inclusive education. Institutional findings indicated that 53% of educators considered available AT resources insufficient. While departments like ICT and ODeL showed higher familiarity, 58.2% of educators in other departments acquired AT skills informally. Key barriers identified included inadequate structured professional development (63%), limited access to advanced AT devices, and insufficient practical training. The study concludes that positive attitudes alone are insufficient to drive inclusive pedagogy without targeted technical and pedagogical capacity building. It recommends establishing mandatory continuous professional development programs, expanding modern AT infrastructure, and reinforcing policy implementation to enhance TVET trainer preparation for inclusive classrooms.

Assistive Technologies, Inclusive Education, Teacher Educator Competencies, TVET, KSTVET, Kenya.

1. Basic Education Act. (2013). No. 14 of 2013. Government Printer, Nairobi, Kenya. [Google Scholar] [Crossref]

2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

3. Edyburn, D. L. (2021). Inclusive technology design: Enhancing learning for all students. Knowledge Enterprises. [Google Scholar] [Crossref]

4. Flanagan, S., Bouck, E. C., & Richardson, J. (2022). Pre-service and in-service teacher preparation in assistive technology: Current practices and future directions. Journal of Special Education Technology, 37(3), 312–324. [Google Scholar] [Crossref]

5. Ministry of Education. (2018). Sector policy for learners and trainees with disabilities. Government of Kenya. [Google Scholar] [Crossref]

6. Ministry of Education. (2022). National special needs education policy framework. Government of Kenya. [Google Scholar] [Crossref]

7. Mutisya, S. M., Mwaura, S., & Kimani, E. (2020). Assessment of teacher readiness for inclusive education in TVET institutions in Kenya. East African Journal of Education Studies, 2(1), 45–56. [Google Scholar] [Crossref]

8. Njoroge, M. W., Orodho, J. A., & Waweru, P. N. (2022). Institutional factors influencing integration of assistive technologies in special teacher training colleges in Kenya. International Journal of Educational Research, 10(2), 88–99. [Google Scholar] [Crossref]

9. Otieno, C. O., & Nderitu, M. W. (2023). Competency-based education and training and inclusion of learners with special needs in Kenya TVET institutions. African Journal of Technical and Vocational Education, 5(1), 12–25. [Google Scholar] [Crossref]

10. UNESCO. (2022). Global education monitoring report: Inclusion and education in Africa. UNESCO Publishing. [Google Scholar] [Crossref]

11. UNESCO. (2023). Technology in education: A tool on whose terms? Global Education Monitoring Report 2023. UNESCO Publishing. [Google Scholar] [Crossref]

12. United Nations. (2006). Convention on the Rights of Persons with Disabilities (UNCRPD). United Nations. [Google Scholar] [Crossref]

13. World Health Organization, & UNICEF. (2022). Global report on assistive technology. World Health Organization. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study